The study determined dimensions of organisational justice as predictors of teachers’ job performance in Secondary Schools in South Eastern, Nigeria. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. It adopted correlational survey research design. The population of the study is comprised of all the 29,231 teachers in public secondary schools in South Eastern, Nigeria. Out of the population a sample of 1,462 teachers were drawn by cluster sampling using proportionate stratified random sampling technique. The data for the study were collected using two different questionnaires developed by the researchers. The questionnaires include: Teachers’ Perceived Organizational Justice Questionnaire (TPOJQ) which had parts A and B with part B having three clusters and Teachers’ Job Performance Questionnaire (TJPQ) which had part A and B. The questionnaires were validated by three experts from faculty of education, Nnamdi Azikiwe University, Awka. Cronbach Alpha method of reliability was used to determine the reliability of the instruments with the two instruments yielding reliability coefficient of 0.96 and 0.88 respectively. The reliability indices were considered high enough thus, the instruments were deemed reliable. Data collected for the study were analyzed using simple regression analysis with P. value being used to take decision on the null hypothesis at 0.05 level of significance. The findings of the study revealed that: teachers’ perceived procedural justice is a modest predictor of their job performance in secondary schools in south eastern, Nigeria; teachers’ perceived distributive justice is a weak predictor of their job performance in secondary schools in south eastern, Nigeria; both dimensions of procedural justice, distributive justice and interactional justice are significant predictors of teachers’ job performance in secondary schools in south eastern, Nigeria among others. Based on the findings of the study, it was recommended that the state governments of the five eastern states of Nigeria as well as the management of the secondary schools in the area should take all dimensions of organisational justice serious without exception of any since it has been shown that all the dimensions of organisational justice significantly predict their teachers’ job performance. Implications of the findings of the study were stated at the end.